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Download Academic vocabulary in learner writing : from extraction to by Magali Paquot PDF

By Magali Paquot

Educational vocabulary is in model, as witnessed by means of the expanding variety of textbooks released at the subject. within the first a part of educational Vocabulary in Learner Writing, Magali Paquot scrutinizes the idea that of ̀academic vocabulary' and proposes a corpus-driven approach in line with the standards of keyness, variety and evenness of distribution to choose educational phrases which may be a part of a common-core academic Read more...


An research of educational vocabulary within the foreign Corpus of Learner English. Read more...

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Extra info for Academic vocabulary in learner writing : from extraction to analysis

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Examples of the least frequent word families in Sublist 10 are assemble, colleague, depress, enormous, likewise, persist and undergo. Academic words are likely to be problematic for native as well as nonnative students as a large proportion of them are Graeco-Latin in origin and refer to abstract ideas and processes, thus introducing additional propositional density to a text (cf. Corson, 1997). Scarcella and Zimmerman (2005: 127) have also shown that mastery of derivative forms makes academic words particularly difficult for foreign language learners who often fail to analyse the different parts of complex words.

Others, by contrast, have tried to revise the General Service List, to ensure maximum utility for any learner, regardless of specialization. Billurog˘lu and Neufeld (2007) combined into one list all the words from: (1) the GSL, (2) the AWL, (3) the first 2,000 words of the Brown corpus, (4) the first 5,000 words of the British National Corpus, (5) the revised version of the GSL, (6) the Longman Wordwise of commonly used words and (7) the Longman Defining Vocabulary. The resulting Billurog˘lu-Neufeld-List (BNL) consists of 2,709 word families categorized according to the number of lists in which they were represented.

G. , 2001: ix–x; Carter, 1998: 207). However, several researchers have pointed out that, for educational purposes, it still remains the best of the available lists because of ‘its information on frequency of each word’s various meanings, and West’s careful application of criteria other than frequency and range’ (Nation and Waring 1997:13). 2. g. Campion and Elley, 1971; Praninskas, 1972; Lynn, 1973; Ghadessy, 1979; Xue and Nation, 1984). The Academic Word List (Coxhead, 2000) is the most widely used today in language teaching, testing and the development of pedagogical material.

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